1. Teaching Students to Attain Their Annual Transition Goals
Jim Martin, Jodie D. Martin
University of Oklahoma
Laura Marshall
University of Colorado, Colorado Springs
Jodie

2. Outside Assistive Technology
When AT worked
Use
Self-determined
Parent support
When AT did not work
School
Home
Jamie/James

3. Emergence of Goal Attainment Instruction
Adaptability Instructional Model
ChoiceMaker
Self-Determined Learning Model of Instruction
Take Action
Martin

4. Self-determination Definition of Self-determination
Positive impact of self-determination skills
Goal Settings
Goal attainment
Martin

5. Goal Setting
Factor predicting engagement at transition planning meetings
Outcomes for students who attain goals
Goal setting process
Martin

6. Goal Attainment Missing link for students with disabilities
Plan making beyond setting goals
When to begin
Process
Martin

7. Methods to Teach Students to Attain Goals
Utilizing support
Role Playing
Mediated Transition Goals
Martin

8. Take Action Lesson Package
Impetus for the lesson package
Adaptability Instruction Model
Selection of the components
Development of the lesson package
Revisions to the package
Marshall

9. Break Down Long-Term Goal

10. Short-Term Goal Plan

11. Evaluate and Adjust Plan

12. German et al., 2000 Study
Study with 6 high school students with moderate mental retardation used the modified version of Take Action to learn to attain their daily IEP goals.
Martin

13. Walden (2002)
College Students with LD acquired and generalized goal attainment skills using Take Action, but without continued use their skills decreased over time.
The Take Action process must be used to be remembered!
Martin

14. Students - Walden (2002)
Students in four 8th grade middle school English classes
101 students completed the study:
Number in General Ed: 81
Number in Gifted Ed: 14
Number with an IEP: 4
Number with 504 plan: 2
Martin

15. Growth Percentage by Program, Walden (2002)
Martin

16. Growth Percentage and Gender, Walden (2002)
Martin

17. AT-SD Study Self-determination instruction Take Action
Transition goals
Procedures
Check-ins
Jodie

18. Teacher Role Direct student through the process
Remind student of plans that did not work
Make suggestions
Hold students accountable
Jodie

19. Take Action Major Steps: Plan
Establish standards
Determine how to get feedback
Identify motivation to attain goal
Select strategies, support and schedule
Jodie
Get her drivers license by the time school starts
To be able to drive herself places not not be picked up by her mother and brothers
Practice driving
4:00-5:00 Wednesday and Thursday
A friend who can drive
What her passenger says about her driving

20. Take Action Major Steps: Action
Check each plan part for action
Get her drivers license by the time school starts
To be able to drive herself places not not be picked up by her mother and brothers
Practice driving
4:00-5:00 Wednesday and Thursday
A friend who can drive
What her passenger says about her driving
Jodie

21. Take Action Major Steps: Evaluate
Understand why action was or was not taken
I really want my driver’s license before school starts.
I really need to practice!
I had to wait until my friend was ready.
She didn’t say anything and made me laugh.
My friend didn’t give me any!
Jodie

22. Take Action Major Steps: Adjust
Propose changes to actions that did not work
I had to wait until my friend was ready.
My friend didn’t give me any!
I really want my driver’s license before school starts.
I really need to practice!
She didn’t say anything and made me laugh.
Jodie
My mom knows what she is talking about.
Keep
Keep
When my mom is off work.
Keep
Only go with my mom!

23. My mom knows what she is talking about.
Take Action Major Steps: Adjust
Adopt suggested plan adjustments
My mom knows what she is talking about.
Keep
Keep
When my mom is off work.
Keep
Only go with my mom!
Get her drivers license by the time school starts
Jodie
To be able to drive herself places not not be picked up by her mother and brothers
Practice driving
Mom’s day off, 4:00
Mom and only mom!
What mom tells me.

24. Take Action Phase I
Percent of components adjusted
Jodie

25. Take Action Phase I
Percent of components adjusted
Jodie

26. Take Action Phase I Percent of components adjusted Motivation
Students stated they were motivated whether they did or did not attain their goals
Jodie

27. Take Action Phase I Percent of components adjusted Motivation
Students stated they were motivated whether they did or did not attain their goals
Number of components used
Jodie

28. Take Action Phase I
Number of components used
Jodie

29. Revisions to Take Action
Operationalization of Components
What can I do in one day to get me to my goal?
How much will I do?
What will someone see me doing?
Day and time I will act.
Who/role?
What can I show someone?
Jodie
What things?

30. Revisions to Take Action
Addition of Reminder
Reminder
How will I remember?
Jodie

31. Revisions to Take Action
Operationalization of Components
Pick up job applications
2 applications
4:00
Ride my bike
Brother to suggest places
Bring applications to school
Reminder
How will I remember?
List of places to go
Jodie
Set my iPod

32. Take Action Phase II
Content Mastery
Jodie

33. Take Action Phase II
Correctness of Plans
Phase I
Jodie
Phase II

34. Take Action Phase II
Short-term Goals Attained
Phase I
Jodie
Phase II

35. Take Action Phase II
Action Taken
Phase I
Jodie
Phase II

36. Take Action Phase II
Outside AT
Jodie

37. Conclusion Students want a mentor to help them make their plans
Set short-term goals often
When students had better plans, they did not need to increase their action to attain their goals
With a reminder, students will act on their goals
Jodie